Discover the easiest way ever to teach literacy skills! Through literacy centers, small group games, supporting books, songs, and art projects-- learn how to easily increase early literacy development at school and at home by creating print-rich environments.

1. Language/Literacy Development
for Young ELLs
(English Language Learners)
Michele Bursey

2. Breakout Agreements
• Everyone participates; no one dominates
• Start and end on time
• Limit side conversations
• Speak one at a time; be an active listener and
listen respectfully
• Give freely of your experience (but remember
the one-minute rule…)
• Cell phones off---or on silent.
• Keep a sense of humor

3. How is Language Learned?
• Play
– Language and academic skills are embedded in play. Through
play, English Language Learners develop problem-solving,
critical thinking, and social abilities in a safe, risk-free
environment.
• Engaging in stimulating talk
– Children need practice using new words
– Taking turns talking (Talk about-it Square)
– To promote discussion, teachers choose topics that interest
students
• Hearing books read aloud
– Interesting, meaningful stories offer exposure to new
vocabulary words
– Students benefit from multiple readings of stories
– Pre-teach vocabulary (before lessons and read alouds)
SIOP, (2012)

4. Language Purposes
• To express needs
• To give information
• To express feelings
• To make predictions
• To think, teach, and learn
• Etc.
Margarita Calderón, (2011)

5. To help ELLs become fluent in academic English,
provide structured opportunities for language
practice in all subjects.
With younger students, use:
• Visual Supports
• Total Physical Response Strategies (TPR)
• Songs
• Modeling
• Demonstrations/Direct Instruction
• Hands-on activities
• Gestures
• Games for practice and repetition (Large and small groups)
Margarita Calderón, (2011)

6. Supporting English Language Learners
Language/Literacy Development
K W L

7. Give One, Get One
• Think about two specific language and/or
vocabulary development activities/games that you
do in your classroom/at home with your child.
• List them on an index card.
• At presenter’s signal, move around the room
exchanging one of your ideas for someone else’s
ideas (Give one, Get One)
• Discuss how you would adjust the activity for your
grade level (specifically for ELLs)
• Repeat process until presenter signals to stop or
you have given away all index cards

8. Don’t re-invent the wheel…perfect it!
• There are a number of ways to support
ELLs' language acquisition by adapting
strategies/games already in use

9. Tip for revising games to be
ELL friendly
KISMIF means:
Keep it simple and make it fun!!!

10. Let the games begin!
• Count 1 to 5
• Numbers 1 go to one corner, #s 2 to another,
and so on.
• Play the Game (5 minutes)
• Revise the game to make it ELL friendly (10
minutes)
• Group presentations (5 minutes minutes each)

11. Think about the story of your
name:
• What does it mean?
• Who named you?
• If you could choose any
name, what would it be and
why?
• Share with an elbow
partner
What’s in My Name?

12. T-shirt Conversation
Teacher? George, please call me
“Mrs. Roberts.”
Yes, teacher. George, please don’t call me
“teacher”
Yes, T- You see, George, it’s sign
I mean, Mrs. Roberts of respect to call me by my last
name.
Yes…Mrs. Roberts. Besides, when you say “teacher”, it
sounds like “t-shirt”. I don’t want
to turn into a t-shirt.
Mrs. Roberts? Yes, George?
Please call me Jorge. (Hor-Hey) Medina, ( 1999)

13. Respect for the Primary Language
• Encourage English Language Learners to use their native
language with language peers during activities to build
comprehension (use new words in English once the task is
understood)
• Pair new students with same-language buddies familiar with
the classroom and school.
• Use a variety of cooperative learning strategies to build
confidence and acceptance of social norms/skills
• Invite student’s parents as guest speakers/volunteers
Margarita Calderón, (2011)

14. Breakout Reflection
L • Respect students and families first language
• Make learning relevant and engaging
• Provide numerous opportunities to practice
vocabulary words/language skills in various learning
centers for all learners
• Review/Debrief/Assess to determine understanding

15. References:
Calderón, M. (2011). Teaching reading and comprehension to English learners,
K-5. Bloomington, IN: Solution Tree Press.
Echevarria, J., Peterson, C., & Short, D. (2012). Using the SIOP model with pre-k and
kindergarten English learners.
Boston, MA: Allyn & Bacon.
Medina, J. (1999). My name is Jorge on both sides of the river: poems in English and Spanish.
Honesdale, PA: Wordsong/Boyds Mills Press.